Difficulty recalling previously learned material upon demand, with short and long term memory problems.
|Lags in memory of hearing you; seems unaware of what is happening; asks you to repeat.|
Will have difficulty recalling the sequence of the directions.
|– Have student repeat oral directions in sequence or tell you in his/her own words what is to be done.|
– Maintain eye contact while giving directions.Write assignments as well as speak them.Explain in clear, concise language.
– Write key words on chalkboard or overhead projector when giving a series of directions.
|Doesn’t remember homework assignments given orally; has difficulty getting all assignments recorded accurately.||– Assign buddy to help record assignments.Record assignments in the same place at the beginning of class.|
– Have an assignment book and help student organize it; check it daily.
– Teach student to carry a notepad to write down important messages. (Use post it notes)
|Has difficulty understanding vocabulary or recalling new vocabulary.||– Explain in simple, concrete words.|
– Use graphics, role playing to reinforce meaning.
– Begin to stress comparison of words; i.e., how words are alike in meaning or how they compare to words of a similar meaning.
|Has trouble memorizing common sequences such as the alphabet or months of the year.|
Will have trouble recalling phone numbers or zip codes.
|– Use mnemonics, rhyming, and patterns.|
– Include body movement multisensory activity. Use visual charts.
|Exhibits mild speech irregularities, forgets correct pronunciation of certain words.|
Because he/she can’t remember the sequence of sounds, he/she will transpose syllables (may also involve motor planning).
|– Give student extra time to respond to oral questions. |
– It takes him/her longer to process and organize an answer.
– Be patient.Provide a model of clear, distinct speech.